基于结构化视角的高中化学教材分析

Analysis of High School Chemistry Textbooks Based on a Structured Perspective

课程内容结构化整合是基础教育课程改革的重要理念,这种变革同样预示着教材研究视角和思路的转变。本研究以化学课程标准中结构化视角和科学哲学为理论依据,构建了包含5个一级编码和17个二级编码的化学教材编码系统,以人教版高中化学教材为研究对象,对其落实新课标课程内容化理念的内在内容特点和外在编排特点进行分析。研究结果表明,编码系统能有效揭示化学教材的结构化特点,为大概念、核心知识、基本思路与方法、重要态度及重要实践活动等要素提供一个全面的分析框架。人教版化学教材通过多种方式协同实现课程内容结构化,不仅深入贯彻了新课标的教育理念和规定要求,而且在转化实践中展现了独特的优势。未来研究应深度理解“课程化”过程中内容结构化课程理念,加强关注“教材化”过程中教材与课标的一致性,持续分析“教学化”过程中教师教学反馈性评价。

The structural integration of curriculum content is an important idea of the reform of basic education curriculum,which indicates the change in the perspective and thinking of teaching materials research.Based on the structural perspective in the Chemistry Curriculum Standard and philosophy of science,this study constructed a coding system for chemistry textbooks containing 5 primary codes and 17 secondary codes,and the chemistry teaching materials of People Education Press version of the high school are taken as the object of study to analyse the internal content features and external arrangement features of the textbooks in implementing the concept of the structural integration of curriculum content.The results of the study show that the coding system can effectively reveal the structured features of chemistry textbooks,providing a comprehensive analytical framework for the elements of big ideas,core knowledge,methods,attitudes and practical activities;People Education Press version of chemistry textbooks,in terms of content structuring,is realized in synergy in a variety of ways,which not only deeply carries out the educational concepts and stipulated requirements of the new standards,but also in its transformation also demonstrates unique advantages in practice.Suggestions for future research are put forward:Deeply understand the curriculum concept of content structure in the process of“curriculumization”;Pay more attention to the consistency between textbooks and curriculum standards in the process of“textbookisation”;Continuously analyze the feedback evaluation of teachers teaching in the process of“teaching”.